ZHANG Xiaoqing, MA Rong
. The Status Quo of Asian ESP Teaching and Research[J]. Contemporary Foreign Languages Studies, 2015
, 15(08)
: 43
-48
.
DOI: 10.3969/j.issn.1674-8921.2015.08.008
Atai, M. R. & M. Fatahi-Majd. 2014. Exploring the practices and cognitions of Iranian ELTinstructors and subject teachers in teaching EAP reading comprehension [J]. English for Specific Purposes 33(0): 27-38.
Bhatia, V. K. 1993. Analyzing Genre: Language use in Professional settings [M]. London: Longman. 16-22.
Chen, T.-Y. 2000. Self-training for ESP through action research [J]. English for Specific Purposes 19(4): 389-402.
Chia, H.-U., R. Johnson, H.-L. Chia & F. Olive. 1999. English for college students in Taiwan: A study of perceptions of English needs in a medical context [J]. English for Specific Purposes 18(2): 107-19.
Cowling, J. D. 2007. Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company [J]. English for Specific Purposes 26(4): 426-42.
Davis, M. 2013. The development of source use by international postgraduate students [J]. Journal of English for Academic Purposes 12(2): 125-35.
Deutch, Y. 2003. Needs analysis for academic legal English courses in Israel: A model of setting priorities [J]. Journal of English for Academic Purposes 2(2): 125-46.
Evans, S. 2012. Designing email tasks for the Business English classroom: Implications from a study of Hong Kong’s key industries [J]. English for Specific Purposes 31(3): 202-12.
Hirvela, A. & Q. Du. 2013. “Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading [J]. Journal of English for Academic Purposes 12(2): 87-98.
Hutchinson, T. & A. Waters. 1987. English for Specific Purposes: A Learning-centered Approach [M]. Cambridge: Cambridge University Press.
Hyland, K. 2004. Graduates’ gratitude: The generic structure of dissertation acknowledgements [J]. English for Specific Purposes, 23(3), 303-324.
Hyland, K. 2006. English for Academic Purposes [M]. London: Routledge.
Hyland, K. 2008. As can be seen: Lexical bundles and disciplinary variation [J]. English for Specific Purpose 27(1): 4-21.
Hyon, S. 2001. Long-term effects of genre-basedinstruction: A follow-up study of an EAP reading course [J]. English for Specific Purposes 20(4): 417-38.
Kaewpet, C. 2009. Communication needs of Thai civil engineering students [J]. English for Specific Purposes 28(4): 266-78.
Kassim, H. & F. Ali. 2010. English communicative events and skills needed at the workplace: Feedback from the industry [J]. English for Specific Purposes 29(3): 168-82.
Kirschner, M. & C. Wexler. 2002. Caravaggio: A design for an interdisciplinary content-based EAP/ESP unit [J]. Journal of English for Academic Purposes 1(2): 163-83.
Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications [M]. New York: Longman.
Liu, J.-Y., Y.-J. Chang, F.-Y. Yang & Y.-C. Sun. 2011. Is what I need what I want? Reconceptualising college students’ needs in English courses for general and specific/academic purposes [J]. Journal of English for Academic Purposes 10(4): 271-80.
Lockwood, J. 2012. Developing an English for specific purpose curriculum for Asian call centres: How theory can inform practice [J]. English for Specific Purposes 31(1): 14-24.
So-mui, F. L., & K. Mead. 2000. An analysis of English in the workplace: The communication needs of textile and clothing merchandisers [J]. English for Specific Purposes 19(4): 351-68.
Spector-Cohen, E., M. Kirschner & C. Wexle. 2001. Designing EAP reading courses at the university level [J]. English for Specific Purposes 20(4): 367-86.
Tan, M. & O. Saw Lan. 2011. Teaching mathematics and science in English in Malaysian classrooms: The impact of teacher beliefs on classroom practices and student learning [J]. Journal of English for Academic Purposes 10(1): 5-18.
Wu, H. & R. G. Badger. 2009. In a strange and uncharted land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class [J]. English for Specific Purposes 28(1): 19-32.
Wu, S. M. 2007. The use of engagement resources inhigh- and low-rated undergraduate geography essays [J]. Journal of English for Academic Purposes 6(3): 254-71.
毕劲、秦晓晴、宋德伟.2014.国外二语学术写作研究趋势及其启示[J].外语教学(2):45-49.
蔡基刚.2012.基于需求分析的大学ESP课程模式研究[J].外语教学(3):47-50.
蔡基刚.2014.学业用途英语、学术用途英语及优质外语教育[J].外语电化教学(3):3-8.
蔡莉.2006.建构主义学习理论指导下的商务英语口语教学[J].外语界(2):30-34.
常俊跃、刘晓蕖、邓耀臣.2009.内容依托式教学改革对英语专业学生阅读理解能力发展的影响分析[J].中国外语(3):40-48+53.
陈冰冰.2005.关于建立ESP教师教育模式的思考[J].外语教学(3):75-78.
方琰.1998.浅谈语类[J].外国语(1):18-23.
高璐璐、常俊跃.2013.英语专业基础阶段内容依托教学对学生英语书面表达能力发展的影响分析[J].中国外语(1):54-59.
顾飞荣、施桂珍.2009.大学英语口语CBI教学实证研究[J].外语与外语教学(11):32-34.
管春林.2005.试论需求分析在经贸英语专业课程设置中的意义和方法[J].外语与外语教学(3):37-40.
郭燕玲.2012.ESP教师角色与教师专业发展[J].中国外语(6):86-90.
李晓东、曹红晖.2013.基于云平台的电子学档系统在商务英语教学中的应用[J].外语电化教学(3),49-53.
李战子.2001.学术话语中认知型情态的多重人际意义[J].外语教学与研究(5):353-358+399-400.
罗健.2002.商务英语写作教学探新[J].外语界(6):45-48.
马蓉、秦晓晴.2014a.二语学术写作引用话语的文本借用策略特征——以英语专业硕士论文为例[J].外语教学(6):50-54.
马蓉、秦晓晴.2014b.二语学术写作中的引用特征及与写作质量的关系[J].外语电化教学(5):57-62+74.
马蓉、秦晓晴.2014c.学术写作中文本借用与写作质量之间的关系[J].现代外语(4):537-547+585.
庞继贤、叶宁.2009.语类意识与英语研究论文写作[J].外语与外语教学(3):34-36+65.
秦秀白.2000.体裁教学法述评[J].外语教学与研究(1):42-46+79.
阮绩智.2005.大学商务英语课程目标及教学原则.外语界(03),26-31.
史兴松、徐珺.2012.跨文化商务交际学对商务英语教学研究的启示[J].中国外语(4):65-70.
孙迎晖.2010.中国学生英语专业硕士论文“前言”部分的语类结构模式分析[J].中国外语(6):54-60+78.
王丽.2014.二语学习者学位论文引言中非毗邻式词块的使用特征[J].外语与外语教学(5):61-66.
王丽、李清婷.2014.二语学习者学位论文引言中词块的结构、功能以及语步特征[J].解放军外国语学院学报(4):32-39.
王林海、孙宁.2010.阅读真实语篇与英文商务信函体裁的习得——基于体裁教学法的行动研究[J].外语电化教学(3):38-42.
王敏、刘丁.2013.中国学习者英语学术论文手稿中立场标记词块使用研究[J].现代外语(2):190-197+220.
王雪梅.2010.从学术能力的需求分析角度反思我国英语专业研究生教育[J].外语界(5):67-73+95.
王振华.2001.评价系统及其运作——系统功能语言学的新发展[J].外国语(6):13-20.
王振华、刘成博.2014.作为社会过程的法律语篇——态度纽带与人际和谐[J].中国外语(3),19-25+33.
徐昉.2013.二语学术写作介入标记语的使用与发展特征:语料库视角[J].外语与外语教学(2):5-10.
杨德祥、赵永平.2011.内容依托式教学对英语专业学生思辨能力的影响[J].外语教学(5):61-64.
曾蕾.2005.学术语篇体裁网络的构建与学术英语教学[J].外语与外语教学(5):20-23.
曾祥娟.2001.体裁分析与科技英语写作教学[J].外语教学(5):51-55.
张大群.2010.学术论文中的隐性评价及其识别[J].外语教学理论与实践(3):36-43.
张乐、卫乃兴.2013.学术论文中篇章性句干的型式和功能研究[J].解放军外国语学院学报(2):8-15+127.
张煜、徐世昌.2011.基于语料库的体裁分析法英语专业写作教学实证研究[J].外语界(6):49-55+78.
赵学旻.2009.计算机网络与商务英语教学整合模式探讨[J].外语电化教学(4):33-37.